educ 422 heil spring 2013

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California State University, San Marcos: College of Education

EDUC 422 - Technology Tools for Teaching and Learning

Professor: Jeffery HeilPhone: 619-944-7599 (cell)Email:[email protected] (for Course Correspondence, use Edmodo)Lab: UH 271Office Hours: Before and after class or arrangedSpring 2013CRN: 25449 Wednesday: 5:30pm8:15pm

School of Education Mission StatementThe mission of the College of Education community is to collaboratively transform public educationby preparing thoughtful educators and advancing professional practices. We are committed todiversity, educational equity, and social justice, exemplified through reflective teaching, life-longlearning, innovative research, and ongoing service. Our practices demonstrate a commitment tostudent-centered education, diversity, collaboration, professionalism, and shared governance.(Adopted by the COE Governance Community October, 1997)

Course DescriptionThis three-unit course partially fulfills the technology competencies as identified by the CaliforniaCommission on Teacher Credentialing (CCTC) and the College of Educations Teacher

Performance Expectations (TPEs) in technology (TPE 14), and is being considered for satisfyingthe Computer Integration Requirement (CIR) for the Liberal Studies Program. This course isdesigned for teacher candidates who have met the campus-wide Computer CompetencyRequirement (CCR) and anticipate entrance into the teacher preparation program (if you havereceived your BA from another institution, this may not apply to you). Although the CCR is arequested competency, it is no longer required.This course focuses on the knowledge and skills necessary to apply education-orientedapplications including productivity tools, graphic organizers, databases, spreadsheets, presentationtools, school-appropriate multimedia tools, and communication tools in educational settings. Thiscourse prepares teacher candidates to apply specific educational technology-based applications inmethods courses for implementation in teaching and learning with students as well as to their ownprofessional growth. When entering the teacher education program, School of Education faculty

assume teacher candidates have competency in the applications covered in this course, and,therefore, will make assignments requiring teacher candidates to apply these skills.

Course ObjectivesTeacher candidates will demonstrate competency in:

A. Meeting the International Standards for Technology in Education as outlined by ISTE(NETST);

B. Using a set of educational technology tools that are applied in teaching and learning within thecredential program and used in public school settings; and
mailto:[email protected]:[email protected]:[email protected]


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C. Setting up an electronic portfolio using Task Stream demonstrating proficiencies in all fiveareas of NETST.

Teacher Performance Expectation (TPE) CompetenciesThis course is designed to help teachers seeking the Multiple and Single Subjects Credentials and

develop the skills, knowledge, and attitudes necessary to assist schools and districts inimplementing an effective program for all students. The successful candidate will be able to mergetheory and practice in order to realize a comprehensive and extensive educational program for allstudents. The following TPEs are addressed in this course:

Primary Emphasis:

Teaching Performance Expectation (TPE 14) is based on ISTE NETS for teachers 2008 (SeeNETS for Teachersfor detailed information).

Facilitate and Inspire Student Learning and CreativityDesign and Develop Digital-Age Learning Experiences and AssessmentsModel Digital-Age Work and Learning

Promote and Model Digital Citizenship and ResponsibilityEngage in Professional Growth and Leadership

Secondary Emphasis:TPE 4 - Making Content AccessibleTPE 5 - Student EngagementTPE 6 - Developmentally Appropriate Teaching PracticesTPE 7 - Teaching English Language LearnersTPE 12 - Professional, Legal and Ethical ObligationsTPE 13 - Professional Growth

California Commission on Teacher Credentialing

Multiple and Single Subject Program Standard 13: Preparation to Teach Special Populations(Students with Special Needs) in the General Education Classroom

Preliminary Education Specialist Program Design Standard 6: Using Educational and Assistive

Technology

California Teacher Performance Assessment (CalTPA)

Beginning July 1, 2008 all California credential candidates must successfully complete a state-

approved system of teacher performance assessment (TPA), to be embedded in the credentialprogram of preparation. At CSUSM this assessment system is called the CalTPA or the TPA forshort.

To assist your successful completion of the TPA, a series of informational seminars are offeredover the course of the program. TPA related questions and logistical concerns are to beaddressed during the seminars. Your attendance to TPA seminars will greatly contribute to yoursuccess on the assessment.
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdfhttp://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdfhttp://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdfhttp://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdfhttp://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdfhttp://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf


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Additionally, SoE classes use common pedagogical language, lesson plans (lesson designs), andunit plans (unit designs) in order to support and ensure your success on the TPA and moreimportantly in your credential program.

The CalTPA Candidate Handbook, TPA seminar schedule, and other TPA support materials canbe found on the SoE website:

http://www.csusm.edu/education/CalTPA/ProgramMaterialsTPA.html

National Educational Technology Standards for Teachers (NETS-T)ISTE embarked on a collaborative three-year process to update NETS for Students, Teachers, and

Administrators. We will be using a draft of the NETS-T document that will be released at the NECCConference in San Antonio, TX this summer.

ISTE NETS for Teachers (2008)

Digital-age teachers perform and model the National Educational Technology Standards forStudents (NETSS) as they design, implement, and assess learning experiences to improve

student learning and engagement; enrich professional practice; and provide positive models forstudents, colleagues, and the community. All teachers should be prepared to meet the followingstandards and performance indicators. Teachers:

1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of teaching, learning, and technology to facilitate learningexperiences that advance student creativity and innovation in both face-to-face and virtualenvironments. Teachers:

a. promote, support, and model creative and innovative thinking and inventivenessb. engage students in exploring real-world issues and solving authentic problems using digital

tools and resourcesc. promote student reflection using collaborative tools to illuminate their own thinking,

planning, and creative processesd. model knowledge construction and creative thinking by engaging in face-to-face and virtual

learning with students, colleagues, and others

2. Design Digital-Age Learning Experiences and AssessmentsTeachers plan and design authentic learning experiences and assessments incorporatingcontemporary tools and resources to maximize content learning in context and to develop theknowledge, skills, and attitudes identified in the NETSS. Teachers:

a. design or adapt relevant learning experiences to incorporate digital tools and resources thatpromote student learning and creativity

b. develop technology-enriched learning environments that enable students to become activeparticipants in setting their own educational goals, managing their own learning, andassessing their own progress

c. customize and personalize student learning activities to address a variety of learning styles,working strategies, and abilities through the use of digital tools and resources

d. provide students with multiple and varied formative and summative assessments alignedwith content and technology standards and use resulting data to inform learning andteaching

3. Model Digital-Age Work and LearningTeachers exhibit knowledge, skills, and work processes that are representative of an innovativeprofessional in a global and digital society. Teachers:
http://www.csusm.edu/education/CalTPA/ProgramMaterialsTPA.htmlhttp://www.csusm.edu/education/CalTPA/ProgramMaterialsTPA.htmlhttp://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htmhttp://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htmhttp://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htmhttp://www.csusm.edu/education/CalTPA/ProgramMaterialsTPA.html


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a. demonstrate fluency in the application of technology systems and the transfer of currentknowledge to learning of new technologies

b. collaborate with students, peers, parents, and community members using digital tools andresources to support student success and innovation

c. communicate relevant information and ideas effectively to students, parents, and peersusing a variety of digital-age media and formats

d. model and facilitate effective use of current and emerging digital tools to locate, analyze,evaluate, and use information resources to support research and learning

4. Promote Digital Citizenship and ResponsibilityTeachers understand local and global societal issues and responsibilities in an evolving digitalculture and exhibit legal and ethical behavior in their professional practices. Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information andtechnology, including respect for copyright and the appropriate documentation of sources

b. address the diverse needs of all learners by using learner-centered strategies and providingaccess to appropriate digital tools and resources

c. promote digital etiquette and responsible social interactions related to the use of technologyand information

d. develop and model cultural understanding and global awareness by engaging withcolleagues and students of other cultures using digital age communication andcollaboration tools

5. Engage in Professional Growth and LeadershipTeachers continuously improve their professional practice and exhibit leadership in theirclassroom, school, and professional community by promoting and demonstrating the effective useof digital tools and resources. Teachers:

a. participate in local and global learning communities to explore creative applications oftechnology to improve student learning

b. exhibit leadership by embracing a vision of technology infusion, participating in shareddecision-making and community building, and developing the leadership skills of others

c. evaluate and reflect on current research and professional practice on a regular basis tomake effective use of existing and emerging digital tools and resources in support ofstudent learning

d. contribute to the effectiveness, vibrancy, and self-renewal of the teaching profession and oftheir school and community

Required Texts and SuppliesThere is NO required textbook.NOTE: It is not necessary to purchase the educational software, as much of the specific softwaretitles are available on the Web in demo-version and/or available on campus.

A. ISTE Student Online Registration: (http://www.iste.org) $54.00 (there is also an online-onlysubscription that is around $39). Subscription must be purchased by the beginning of thesecond week of class.

B. Membership to Task Stream(http://www.taskstream.com). (The cost is approximate, but maychange $25 one semester and up to $39 for year) You will need a credit card for the charge.Subscription must be purchased by the beginning of the second week of class.See directions at:http://www.csusm.edu/coe/eportfolio/eportfolio.html
http://www.iste.org/http://www.iste.org/http://www.iste.org/http://www.taskstream.com/http://www.taskstream.com/http://www.taskstream.com/http://www.csusm.edu/coe/eportfolio/eportfolio.htmlhttp://www.csusm.edu/coe/eportfolio/eportfolio.htmlhttp://www.csusm.edu/coe/eportfolio/eportfolio.htmlhttp://www.taskstream.com/http://www.iste.org/


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C. Use of campus email account and WebCT for course communication (provided free). Allcourse messages and important correspondence should be communicatedthrough Edmodo messages.

D. Print Card from ACD 202 or CSUSM library (not required)**Optional: BOOK from ISTE, Connecting Curriculum and TechnologyThis is a volume produced by the professional association that contains the educational technology

standards for students at all levels as well as sample lessons on how that standards can beimplemented in teaching content. This book will be referred to in other CSUSM-SOEcourses. Supporting Web sitehttp://www.iste.org

Authorization to Teach English LearnersThis credential program has been specifically designed to prepare teachers for the diversity oflanguages often encountered in California public school classrooms. The authorization to teachEnglish learners is met through the infusion of content and experiences within the credentialprogram, as well as additional coursework. Students successfully completing this program receivea credential with authorization to teach English learners.(Approved by CCTC in SB 2042 Program Standards, August 02)

School of Education Attendance PolicyDue to the dynamic and interactive nature of courses in the School of Education, all students areexpected to attend all classes and participate actively. At a minimum, students must attend morethan 80% of class time, or s/he may not receive a passing grade for the course at the discretion ofthe instructor. Should the student have extenuating circumstances, s/he should contact theinstructor as soon as possible. (Adopted by the COE Governance Community, December, 1997).

If more than one class session is missed the teacher candidate cannot receive higher than a

C+. Four points will be deducted from the attendance/participation for a missedclass. Excessive tardiness will also result in loss of attendance/participation points. Lateassignments may be penalized by a deduction in points. After one week, late assignments mayreceive no credit. If extraordinary circumstances occur, please make an appointment with the

instructor. Remember that communication is the key to success. Any missing assignment willaffect the attendance/participation grade.

In addition to attending course sessions, each student will be required to complete lab assignmentseach week. Some of these assignments require students use campus resources. All students mustplan times they can work in labs on campus at least once per week. Students are required to checkcampus resources and availability of labs. Mac computers are available in ACD 202 & 211, UH271. 272, 273 & UH 360 (and SCI2 306!) in addition to other locations such as the library 2nd floor.Students are required to use campus issued-email accounts and check email and WebCT atleast two times per week to communicate with instructor and peers.

CSUSM Academic Honesty Policy

Students will be expected to adhere to standards of academic honesty and integrity, as outlined inthe Student Academic Honesty Policy. All written work and oral presentation assignments must beoriginal work. All ideas/materials that are borrowed from other sources must have appropriatereferences to the original sources. Any quoted material should give credit to the source and bepunctuated with quotation marks.

Students are responsible for honest completion of their work including examinations. There will beno tolerance for infractions. If you believe there has been an infraction by someone in the class,please bring it to the instructors attention. The instructor reserves the right to discipline any
http://www.iste.org/http://www.iste.org/http://www.iste.org/http://www.iste.org/


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student for academic dishonesty in accordance with the general rules and regulations of theuniversity. Disciplinary action may include the lowering of grades and/or the assignment of afailing grade for an exam, assignment, or the class as a whole.Incidents of Academic Dishonesty will be reported to the Dean of Students. Sanctions at theUniversity level may include suspension or expulsion from the University.

Plagiarism:As an educator, it is expected that each student will do his/her own work, and contribute equally togroup projects and processes. Plagiarism or cheating is unacceptable under any circumstances.If you are in doubt about whether your work is paraphrased or plagiarized see the PlagiarismPrevention for Students websitehttp://library.csusm.edu/plagiarism/index.html. If there arequestions about academic honesty, please consult the University catalog

Students with Disabilities Requiring Reasonable AccommodationsStudents with disabilities who require reasonable accommodations must be approved for servicesby providing appropriate and recent documentation to the Office of Disable Student Services(DSS). This office is located in Craven Hall 4300, and can be contacted by phone at (760) 750-4905, or TTY (760) 750-4909. Students authorized by DSS to receive reasonableaccommodations should meet with their instructor during office hours or, in order to ensureconfidentiality, in a more private setting.

Electronic Communication Protocol:Electronic correspondence is a part of your professional interactions. If you need to contact theinstructor, e-mail is often the easiest way to do so. It is my intention to respond to all received e-mails in a timely manner. Please be reminded that e-mail and on-line discussions are a veryspecific form of communication, with their own nuances and etiquette. For instance, electronicmessages sent in all upper case (or lower case) letters, major typos, or slang, often communicatemore than the sender originally intended. With that said, please be mindful of all e-mail and on-linediscussion messages you send to your colleagues, to faculty members in the School of Education,or to persons within the greater educational community. All electronic messages should be craftedwith professionalism and care.Things to consider:

Would I say in person what this electronic message specifically says? How could this message be misconstrued? Does this message represent my highest self? Am I sending this electronic message to avoid a face-to-face conversation?

In addition, if there is ever a concern with an electronic message sent to you, please talk with theauthor in person in order to correct any confusion.

Course Outline

*Please note that modifications may occur at the discretion of the instructors. Mostmodifications are made for the benefit of the class as a whole. Students

cooperation and flexibility in response to changes will be noted as part of theparticipation assessment.Instructor will write a weekly entry on the Class Blog to keep everyone updated onthe weekly assignments. CougarCourses or Edmodo will have the due dates. Aspart of the Attendance/Participation, you are expected to make weekly comments onthe blog to ensure you are up-to-date with course progression.
http://library.csusm.edu/plagiarism/index.htmlhttp://library.csusm.edu/plagiarism/index.htmlhttp://library.csusm.edu/plagiarism/index.htmlhttp://library.csusm.edu/plagiarism/index.html


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Assignment/Task Points

Gmail/Google AccountsISTE & Task Stream registrationIntro Letter posted on BlogSchool 2.0Newsletter

Scan(self-portrait for newsletter & Blog)Social Bookmarking (Diigo)

Intro Letter 3ptsPeer CommentsPost intro letter on blog & comment on

peer blogs 2ptsSchool 2.0 5pts

Newsletter 5ptsScan 3ptsSocial Bookmarking 5pts

Presentation Software (Prezi)Presentation Assessment( GoogleForms)

SymbalooEDU (personal learningenvironment PLE)TaskStream Intro/NETS I narrative

Journal Articles 1-10

Presentation/Assessment 5pts

Symbaloo 5pts

TaskStream Intro/NETS-I narrative 5ptsJournals 1-10 16pts

Graphic Organizer/Mind Mapping

Copyright/Internet Safety (collaborativeGoogle website)Excel Spreadsheet CrosswordCreating your Personal LearningNetwork (PLN)

Graphic Organizer/Mind Mapping 5pts

Copyright/Internet Safety 5pts

Spreadsheet 5ptsCreating Your PLN 5pts

iMovie/Software ProficiencyTaskStream Narrative DiscussionGoogle Docs & Spreadsheets

iMovie Software Proficiency 5pts

Google Docs & Spreadsheets 5pts

TaskStream Narratives/PortfolioEmerging Tech/Blog Postings

TaskStream 16ptsEmerging Tech 5pts

Attendance and Participation 10ptsTotal Points 115pts

AssessmentIn order to successfully complete this course,ALL assignments must be completed at anacceptable level noted on assignment directions and rubrics. Any missing and/or incompleteassignment will affect the attendance/participation grade. Late assignments may lose credit pointsand may not be accepted after seven days tardy. In addition to the assignments described above,performance assessment will be on students cooperation and flexibility in response to unforeseenchallenges and students ability to perform tasks using a variety of technology tools. Because the content of this course contributes to passage of multiple TPEs, successful completion isimperative. Failure to successfully complete this course will prohibit a teacher candidate from continuing inthe program beyond the first semester. The percentage of weight of each assignment is noted next to thedescriptions. Late assignments or assignments missing required elements receive reduced points.

Grading Procedures And AssignmentsGrading is calculated on the standard of

94 - 100 = A 80 - 83 = B- 70 - 73 = C-

90 - 93 = A- 76 - 79 = C+ 60 - 69 = D

87 - 89 = B+ 74 - 75 = C below 60 = F


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84 - 86 = B

Criteria for Grading AssignmentsA 90-100% Outstanding work on assignment, excellent syntheses of information and experiences,great insight and application, and excellent writing.B 80-89% Completion of assignment in good form with good syntheses and application of information

and experiences; writing is good.C 70-79% Completion of assignment, adequate effort, adequate synthesis of information andapplication of information and experiences, writing is adequate.D 60-69% Incomplete assignment, inadequate effort and synthesis of information, writing is less thanadequate.

Note: Students taking EDUC 422 as a prerequisite for teacher credential and graduateprograms are reminded that the College of Education requires completion of thiscourse with a grade of C+ or higher.

All University Writing RequirementEvery course at the university must have a writing requirement of at least 2500 words.

This will be met through written reactions and reflections related to assigned readings.

educ 422 heil spring 2013

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